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All Journal Tadbir: Jurnal Manajemen Pendidikan Islam Jurnal Manajemen Pendidikan Islam AL-ABSHOR : Jurnal Pendidikan Agama Islam
Khadijah
UIN Imam Bonjol Padang
Religion Humanities Education Social Sciences

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EFEKTIVITAS EVALUASI PEMBELAJARAN BERBASIS HOTS MENGGUNAKAN KAHOOT PADA MATA PELAJARAN PAI DAN BUDI PEKERTI DI SDN 343 KUBANGAN TOMPEK Elvi Silvia; Zainal Asril; Hidayati; Rivdya Eliza; Khadijah; Juliana Batubara; Musalwa
Tadbir: Jurnal Manajemen Pendidikan Islam Vol 13 No 2 (2025): Tadbir: Jurnal Manajemen Pendidikan Islam
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/tjmpi.v13i2.6207

Abstract

Learning evaluation is the most important part of learning, because it measures the level of understanding of students of the material that has been delivered. Learning evaluations are still manual using paper and have not used digital platforms, such as kahoot. And the questions presented during the learning evaluation are not HOTS-based so that students are not accustomed to high level thinking (Critical Thinking). This study aims to improve the high-level thinking ability of students in grade VI SD 343 Kubangan Tompek and innovation in learning evaluation. This type of research is a quasi experiment using control and experimental classes. Quasi experimental method (Quasi Eksperiment). to obtain an overview of the improvement of students' learning outcomes. The results of this study are that HOTS-based learning evaluation using kahoot is effective enough to improve students' higher order thinking skills based on the N-gain scores of the experimental and control classes. The control class with an average value of 0.26 with a low category, then interpreted with a value of 26.77% with a description of less effective. In the experimental class with an average value of 64 with moderate criteria and interpreted by obtaining an average value of 64% with a fairly effective category. Evaluation of Higher Order Thinking Skills (HOTS) based learning using kahoot is quite effective.
Strategi Praktis Pembelajaran Inovatif Guru Sekolah Dasar: Sintesis Penelitian Tahun 2025 untuk Perencanaan Pembelajaran 2026/2027 Shintia Mulyawati; Zulbaidah; Rosalini; Remiswal; Khadijah
Jurnal Manajemen Pendidikan Islam (MANAPI) 2026: In Press
Publisher : UIN Mahmud Yunus Batusangkar

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Abstract

Perkembangan dinamika pendidikan abad ke-21 menuntut guru sekolah dasar untuk terus menyesuaikan praktik pembelajaran dengan kebutuhan peserta didik yang semakin kompleks. Penelitian ini bertujuan menganalisis dan mensintesis berbagai strategi pembelajaran inovatif yang relevan untuk diterapkan guru sekolah dasar dalam perencanaan pembelajaran tahun ajaran 2026/2027. Penelitian menggunakan metode deskriptif-analitis berbasis kajian literatur terhadap 20 artikel terindeks SINTA 1 yang dipublikasikan pada tahun 2025 dan berfokus pada praktik pembelajaran di kelas. Data dianalisis melalui teknik kategorisasi tematik untuk mengidentifikasi kecenderungan model, metode, dan strategi pembelajaran yang efektif. Hasil kajian menunjukkan bahwa strategi pembelajaran yang dominan meliputi pembelajaran berbasis proyek, problem-based learning, differentiated learning, inquiry-based learning, gamification, microlearning, serta penguatan asesmen formatif dan keterlibatan aktif peserta didik. Temuan ini menegaskan bahwa guru sekolah dasar perlu mengembangkan pembelajaran yang adaptif, partisipatif, kontekstual, dan berorientasi pada penguatan literasi, numerasi, serta karakter peserta didik. Kata Kunci: Strategi Pembelajaran, Sekolah Dasar, Sintesis Literatur
Pengaruh Model Pembelajaran Tadzkirah Terhadap Self Regulated Learning Dan Hasil Belajar Peserta Didik  Pada Mata Pelajaran Akidah Akhlak Kelas VIII Di MTSN 01 Kota Pariaman nola elvan; Khadijah; Rivdya Eliza
Al-Abshor : Jurnal Pendidikan Agama Islam Vol. 3 No. 4 (2026): Pendidikan Agama Islam
Publisher : 4

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71242/qyvdf809

Abstract

This study is motivated by the low self-regulated learning and learning outcomes of students in Aqidah Akhlak in class VIII of MTsN 01 Kota Pariaman, resulting from the dominance of the teacher-centered Direct Instruction model. This study aims to determine the difference in self-regulated learning and Aqidah Akhlak learning outcomes between students taught using the Tadzkirah model and those taught using Direct Instruction. A quantitative approach was employed using an experimental method with a Posttest Only Control Group Design. The research sample consisted of class VIII.5 and class VIII.3. Self-regulated learning data were collected through a questionnaire, while learning outcome data were obtained through an objective test. The Independent Samples T-Test showed a significance value (Sig. 1-tailed) of 0.000 < 0.05 for both variables, so H0 was rejected and Ha was accepted; students taught with the Tadzkirah model exhibited higher self-regulated learning and learning outcomes than those taught with Direct Instruction. These findings confirm that the Tadzkirah model effectively enhances students' active engagement and learning achievement, offering teachers an alternative Islamic-values-based teaching strategy and informing schools' curriculum development. Abstrak Penelitian ini dilatarbelakangi oleh rendahnya self regulated learning dan hasil belajar peserta didik mata pelajaran Aqidah Akhlak di kelas VIII MTsN 01 Kota Pariaman akibat dominasi model Direct Instruction yang berpusat pada guru. Penelitian ini bertujuan mengetahui perbedaan self regulated learning dan hasil belajar Aqidah Akhlak antara peserta didik yang belajar dengan model Tadzkirah dan peserta didik yang belajar dengan model Direct Instruction. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain Posttest Only Control Group Design. Sampel penelitian yaitu kelas VIII.5 dan VIII.3. Data self regulated learning dikumpulkan melalui angket, sedangkan data hasil belajar diperoleh melalui tes objektif. Hasil uji Independent Samples T-Test menunjukkan nilai signifikansi (Sig. 1-tailed) sebesar 0,000 < 0,05 pada kedua variabel, sehingga H0 ditolak dan Ha diterima; self regulated learning dan hasil belajar peserta didik yang belajar dengan model Tadzkirah lebih tinggi dibandingkan peserta didik yang belajar dengan model Direct Instruction. Temuan ini menegaskan bahwa model pembelajaran Tadzkirah efektif meningkatkan keterlibatan aktif dan capaian belajar peserta didik, serta dapat menjadi alternatif strategi pembelajaran berbasis nilai-nilai Islam bagi guru dan bahan pertimbangan pengembangan kurikulum bagi sekolah. Dengan demikian, penerapan model pembelajaran Tadzkirah penting untuk terus dikembangkan guna mewujudkan pembelajaran Aqidah Akhlak yang lebih bermakna dan efektif.
Co-Authors Elvi Silvia Hidayati Juliana Batubara Musalwa nola elvan Remiswal Rivdya Eliza Rosalini Shintia Mulyawati Zainal Asril Zulbaidah